Actions Speak Louder Than Words - Literature Essay Samples

Facial expressions and body language communicate one’s intentions and emotions far better than words. Leo Tolstoy, in Anna Karenina, describes a plethora of physical descriptions, enabling the reader to more completely understand the characters’ emotional state of mind. Other characters and the narrator frequently describe Anna’s shoulders. When Vrosnky and Levin look at them, they have a surge of excitement. Dolly and Kitty notice them and are impressed. The narrator depicts her shoulders in times of discontentment or pain. In all three cases, Anna’s shoulders signify the mood at the time of the interaction. Anna’s shoulders are a tangible manifestation of her mental and emotional state, and what kind of energy she expresses. When Anna’s shoulders are described for the first time, Anna also acts promiscuously for the first time, by dancing with Vronsky, whom is expected to propose to Kitty. Kitty admires Anna’s dress, which exposed her shoulders and chest. She emphasized that â€Å"the black dress with luxurious lace was not seen on her; it was just a frame, and only she was seen – simple, natural, graceful, and at the same time gay and animated† (p.79). Anna’s dress choice is evidence of her mood; she wanted to fit within the â€Å"frame† of society’s expectations for her, yet still expose her exuberant nature. While still conforming to society’s expectations, she sympathizes with social outcasts, foreshadows her future affair. At the ball when Anna is exposing her shoulders, Kitty walks over to Anna, and interrupts a conversation, where Anna is saying, â€Å"No, I don’t throw stones (p.79). This is a reference in the bible when a woman is caught in the act of adultery. The woman is dragged into public, completely naked. The crime for adultery at the time was stoning. Jesus says, â€Å"He that is without sin among you, let him cast the first stone at her† (John 8:7). When Anna says, I don’t cast stones, she is saying that she is not without sin, but also that she may sympathize with a woman who commits adultery. The circumstances – her flirtatious mood, exposed shoulders, and the conversation foreshadow her leaving her husband in favor of Vronsky, her future lover. Once Anna becomes more comfortable with her expressive mannerism, Vronsky follows the opportunity until they consummate their relationship. The narrator compares this interaction; â€Å"as the murderer falls upon this body with animosity, as if with passion, drags it off and cuts it up, so [Vronsky] covered [Anna’s] face and shoulders with kisses† (pp.149-150). In this graphic description, the reader becomes aware of the toxic physical relationship the characters have created. Anna’s shoulders the tangible revealing of her previous mental restraint inform the reader of the characters’ actions. By comparing their physical relationship to a murder, Anna and the reader is forced to recognize that Vronsky killed her previously admired social standing because of â€Å"these kisses† on her shoulder, (p.150). Yet, she holds Vronsky’s love closely. He killed her mental resistance, and in doing so, encouraged her promiscuous behavior to grow. After an extensive stretch of time, Anna is dying from puerperal fever, and she reconsiders the growth of her scandal. She no longer holds her defiance as a dear characteristic, which is apparent in how she now carries her shoulders. As she lay in bed, â€Å"The doctor took her arms away, carefully laid her back on the pillow and covered her shoulders† (p.413). She is no longer in a position of physical power, which is represented by the doctor covering her shoulders, as if to say, you need to stop exposing yourself and return to your previous way of life. The physical recovering instigates verbal control, which she used to easily possess. She demands that Alexi Alexandrovich uncover Vronsky’s face and forgive him, which he does. Once this is complete, she prepares to die. Contrary to her plan, Anna miraculously lives, and resorts back to her previous risquà © relationship with Vronsky, much to society’s gossiping pleasure. Suppressed by the lies and exclusion, Anna decides to go to the opera to prove she does not care about society’s expectations for her. Vronsky describes Anna as she sits in a box at the show; â€Å"The setting of her head on her handsome, broad shoulders, and the restrained excitement and brilliance of her eyes and her whole face reminded him of her just as he had seen her at the ball in Moscow† (p. 546). Her shoulders are described as broad, which could mean they were drawing more attention than usual. It is interesting that the singer’s shoulders are the only other shoulders described in this scene. Obviously, being the main performer, the singer is seeking attention. By also wearing a revealing dress, Anna is competing for attention with the performer. She succeeds. Vronsky, not looking for Anna knows where she is sitting â€Å"from the direction of all eyes† (p.545). Anna is the center of attention. She ends up in a cyclical process: Anna is excited to prove she can act however she wants, so she dresses in a revealing manor exposing her shoulders, then when people stare and gossip she becomes even more excited. By showing her shoulders, she is physically displaying her emotional state of excited defiance toward social expectations. In Anna’s final moments of life, she looses her mental vigor. When she is at the train station looking for Vrosnky in a completely agitated state, she suddenly thinks of the train as a way to end her misery. â€Å"Exactly at the moment when the space between the wheels came opposite her, she dropped the red bag, and drawing her head back into her shoulders, fell on her hands under the carriage, and lightly, as though she would rise again at once, dropped on to her knees† (p. 768). Tolstoy describes Anna as â€Å"drawing her head back into her shoulders,† which could be a metaphor for her physical and emotional trial. During her entire relationship with Vronsky, there has been a struggle between what she verbally says and what her body reveals. When she meets Vronsky for the first time, â€Å"she deliberately extinguished the light in her eyes, but it shone against her will,† (p.61). At a party she encourages him to leave her alone, and when he refuses says , That only shows you have no heart, But her eyes said that she knew he had a heart, and that was why she was afraid of him.† (p.139). This is a reoccurring struggle, so when Anna finally has no more mental strength to fight the oppression of her situation, she acts purely how her body has wanted to the entire time. In her dying moments, her head, which represents her mental strength, falls onto her shoulders, which represents her physical desire. Her final moments are her mental ending her externally expressed internal struggle. This struggle can be related to Vronsky’s attention and Anna’s resistance. It is not accidental that both Anna’s shoulders and promiscuousness appear at the same time; when her shoulders are described, and when they are not, are based on her intentions. At the train station, when she first arrives in Petersburg and meets Vronsky, â€Å"she deliberately extinguished the light in her eyes, but it shone against her will†(p. 61). Upon their meeting, her shoulders are not depicted. Every other feature is described: her figure, expression, head, eyes, eyelashes, and lips. She tries to distinguish the light, which shows she is committed to maintaining her social expectations, despite her attraction to Vronsky. Similarly, at a party she encourages him to leave her alone, and again, her shoulders are not described. By dressing to expose her shoulders, she no longer attempts to restrain the defiant energy within her. Tolstoy is aware of the relationship between mental thought and physical action; he expresses his understanding of body language as a form of communication through his descriptions of Anna’s shoulders. While Anna’s mental strength is what was extinguished by her inner struggle, other characters are aware of her trials because of her expression of her body, particularly her shoulders. When she allowed Vronsky to kill her social standing, she introduced the beginning to her tragic end. Had she never exposed her shoulders, she would have maintained her moderate existence and extensive prestige.

rights of a woman Essay - 1223 Words

In her article â€Å"Women’s History† Joan Scott states that it is important for historians to be attentive to both â€Å"the ways in which politics constructs gender and gender constructs politics†. First, definitions for politics and gender will be established in order to analyze Scott’s claim. Second, what Scott meant by the claim â€Å"politics constructs gender† will be illustrated. Third, the contradictory claim â€Å"gender constructs politics† by Joan Scott will be explained. Finally, this paper will evaluate why it is important for historians to be attentive to both the notion that politics constructs gender and gender constructs politics. The usefulness of Scott’s claim on our understanding of both politics and gender will also be examined. The†¦show more content†¦Both politics (all relationships involving unequal distributions of power) and gender involve cultural definitions and as a result politics and gender hav e influence on each other. Historians, as Joan Scott states, must be aware the influence that politics and gender have on one another in order to create a complete, accurate history. The idea that historians should be aware that â€Å"politics constructs gender† in the first part of Scott’s claim seems logical. In order to understand why it is important for historians to be attentive to the idea that politics constructs gender it must be demonstrated what Joan Scott meant by this claim. All relationships can be defined by their respective balance of power. There is either an equal balance of power or there is an unequal balance of power. Relationships that have an unequal balance of power, as Joan Scott defines, involve politics. It can be generalized that in order to maintain power those with influence create rules or perform actions that seek to sustain their authority. The rules and actions do not have to be formal and include methods such as labeling individuals, biological groups, or socially created groups such as gender. Over time, gender type has been associated, or labeled, with power by those who have the power. As the balances of power ch ange over time, the rules and actions towards thoseShow MoreRelatedThe Rights Of The Woman806 Words   |  4 Pagesstart at contraception, the rights of the woman gets thrown out and then she is treated as an incubator because she is forced to give birth. A birth should be a gift and a privilege, if everyone is forced to have a child out of their will then â€Å"rather than a privilege and a gift, these aspects of being female become an unbearable burden (MIT Know The Facts). I have not every known anyone who has gone through an abortion, but I can think of the pain and trauma a woman can go through when they wantRead MoreA Vindication Of The Rights Of Woman941 Words   |  4 Pagesequality between women and men; there is no tearing down of the opposite sex, there is no goal for women to be seen as greater than men, there is no hidden agenda — the goal is simply equality. In Mary Wollstonecraft’s essay â€Å"A Vindication of the Rights of Woman,† she argues the feminist message that women should have access to the same education that men have been granted. While women and men have been given the same educational opportunities today, there are points Wollstonecraft addresses in her essayRead MoreA Vindication Of The Rights Of Woman1454 Words   |  6 PagesA Vindication of the Rights of Woman Summary and Analysis of Chapter I: The Rights and Involved Duties of Mankind Considered In reading Wollstonecraft’s essay â€Å"A Vindication of the Rights of Woman,† I am drawn by the evidence that she provides to support her claim that men and women should have equal rights and opportunities. Her essay is one that discusses overcoming the ways in which women in her time (18th century) are oppressed and denied their potential; which naturally presents a problemRead MoreThe Rights Of The Muslim Woman1849 Words   |  8 Pages The Rights of the Muslim Woman. In this recent centuries, many women around the world were given their rights, and New Zealand was the first country to give that right to women. But before people worried about rights, and this is going back thousand centuries ago, There was a dark time, people were ignorant and believed Superstitions. So they were told having a girl in the family will ruin their status among their people, and she’ll also bring bad luck. SomeoneRead MoreA Vindication Of The Rights Of Woman Essay2259 Words   |  10 Pageswas then able to publish her most notable work, A Vindication of the Rights of Woman (1792). A Vindication of the Rights of Woman is still a very popular book which can be seen as a guide to becoming a better citizen and understanding feminism in a critical context. This essay will argue that Mary Wollstonecraft is still relevant to the feminist cause today as her views portrayed in her book A Vindication of the Rights of Woman are still relatable to many of the feminist issues that currently existRead MoreThe Rights Of A Woman s Esc Rights1683 Words   |  7 PagesIn Africa a majority of women still lack the ability to exercise their rights. This is relevant for both economic, social, and cultural rights, as well as civil and political rights. The issue with the combination of the two is that when a woman’s ESC rights are infringed upon, it directly, negatively impacts their ability to exercise their civil rights. The inability to utilize civil political rights makes it difficult for women to take place in policy change and political decision making (SsenyonjoRead More Life of a Sensuous Woman and A Vindication of the Rights of Woman1852 Words   |  8 PagesIhara Saikaku’s Life of a Sensuous Woman written in the 17th century and Mary Woolstonecraft’s A Vindication of the Rights of Woman written in the 18th century are powerful literary works that advocated feminism during the time when women were oppressed members of our societies. These two works have a century old age difference and the authors of both works have made a distinctive attempt to shed a light towards the issues that nobody considered significant during that time. Despite these differencesRead MoreAn Essay on A Vindication of the Rights of Woman878 Words   |  4 PagesAfter reading from the excerpts of A Vindication of the Rights of Woman I have concluded that the situations of women, as far as rights are concerned, have indeed improved vastly. However, even though their situation has been amended and they are now afforded the same equal rights as men, not all women take advantage of these rights. A fraction of women still care more about their own physical beauty, appearance, and the prospect of finding a husband than anything else. Furthermore even, some ofRead MoreAnalysis Of The Poem The Rights Of Woman 983 Words   |  4 Pagessnowballed since the birth of feminism. At the frontline of the battle, have been women enrag ed at the thought of the superiority of men. However, some women believe in taking a violent approach to demolish the ideas of oppression. In the poem â€Å"The Rights of Woman,† Barbauld reveals that the oppression of women emanates from impulsive anger by showing the power of emotion in decision making, the ineffectuality of paroxysm, and the irrefutable rule of nature. Barbauld attempts to undermine the false prideRead MoreWoman ´s Right on Abortions1198 Words   |  5 PagesWomen’s reproductive rights have been endangered from early history. A woman’s job included housework and child birth. Around 1920, women started receiving their choices and rights. In the 21st century, women are looked at with fairness and receive equal opportunities, but there is one right being stripped from women: the choice of using birth control and aborting pregnancy. Society frowns upon aborting a fetus in the womb, but it fails to realize the circumstantial standing each woman is placed in and

Fresa y Chocolate and The Borderlands - 1467 Words

Identity is the essential core of who we are as individuals, the conscious experience of the self-inside. (Kaufman cited in Anzaldà ºa, 1987, p.84) The objective of this essay will be to interpret the contradictions of identity produced in the movie Fresa y Chocolate and The Borderlands. When personal identity, is stifled and shaped by nationalistic discourse. By examining the polarised dichotomies of self-identity, juxtaposed against the internalised and dominant hegemonic discourse of imposed National and cultural identity. The paper will endeavour to expose how, the holding and wielded of power creates conflict and revolt between ones individual identity, when set against a dominant and oppressive structure. The paper will first examine†¦show more content†¦Here we see an inkling of David’s desire to learn more than what is prescribed by the polity. Diego primes the situation further. Nonchalantly removing contraband books from his bag and placing them on the table. Although still defensive and uncomfortable, David is intrigued by the appearance of a book by Vargas Llosa. This first interaction between David a nd Diego, gives us a clear indication of David’s internalised dichotomy. Of self-expression battling against national identity. Under false pretences, David is lured back to Diego’s apartment. Its decor adorned by cultural and religious iconography. Initially David is undoubtedly repulsed, yet clearly captivated by Diego’s cultural life style. After an embarrassing interaction between the two men, David retreats back to his university dorm room. Still rattled by his meeting with Diego, David confides in his roommate Miguel. He tells of Diego’s planned religious exhibition in an embassy. Agitated, Miguel deems this a serious deviation from the prescribed communist doctrine and needs to be reported. David agrees with Miguel to return to Diego’s apartment. All with the intention of uncovering more information which may be of interest to the authorities (Gutià ©rrez Alea 1993). This paper argues, that subconsciously David was looking for a reason to return to Diego’s.

Individual Development Narrative

Question: Write about theIndividual Development Narrative. Answer: Introduction Human development is a process that takes place This paper applies Erik Erikson's Stages of Psychosocial Development; Jean Piaget's theory of cognitive development; Sigmund Freuds Psychoanalytic Stages of Human Growth and Development; Lawrence Kohlberg's Stages of Moral Development; Lev Vygotskys Social Development Theory; Albert Banduras Social Learning Theory; and John Bowlby Attachment Theory to present a critical Individual Development Narrative of the developments that I went through during my prenatal, infancy, childhood, middle childhood, and adolescent stages. During each of these stages, I underwent growth in different domains. Growth at each stage took a different dimension because it was influenced by differing factors. For instance, during my infancy stage, I developed cognitively. My mental capacity was expanding as I grew up because it is a necessary occurrence in human life. The development of my cognitive abilities can be explained using the Piagets theory of cognitiv e development. Prenatal Stage The first stage that I went through is prenatal. This stage occurred right after my conception up to birth. The prenatal stage occurred before I was born. Meaning, I was not able to interact with other people because I had not been born. Since there were no people around me, I could only interact with the environment enclosed within the uterus (Sigelman Rider, 2014). However, I mainly developed physically because of the cell division and metabolic changes in my body. For me to develop well during this stage, I had to have a good attachment with my mother. My parent had to observe recommended maternal care because it would determine my growth and development even after birth. If provided with a healthy environment, I would enjoy a well-being both before and after birth. One of the things that the mother was supposed to do during my prenatal stage is the use of a healthy and balanced diet because I had to solely rely on her as the source of food. The food that my mother had eaten would be transmitted to me through the placenta. Therefore, it had to be nutritious. At the same time, my mother was supposed to engage in physical exercises and refrain from harmful behaviors like smoking and alcoholism because they would interfere with my physical and cognitive growth (Booth, Crouter Snyder, 2015). For example, my mother narrated to me a story that when after my conception, she did not engage in alcoholism or smoking. At the same time, she used to eat a balanced diet which enabled her to provide me with good nourishment. If my mother engaged in alcoholism, I would be exposed to congenital diseases that would impair my cognitive and physical development. There is no theory that can be used to justify the moral, social and psychological changes during this stage. The dominant domain during this stage was physical. Infancy Infancy is the second stage that I went through. It followed the prenatal stage and lasted for 2 years right from my birth. Infancy differs from the prenatal stage because during the infancy stage, human beings undergo a lot of changes in their growth. Research has proven that once a child is born, it starts to progressively develop physically, cognitively, psychologically, and socially (McAdams Zapata-Gietl, 2015). Physical development naturally occurs because a child is provided with the necessary nourishments that can enhance growth. At the same time, mental growth happens since the child is exposed to the environment with which it interacts (Batra, 2013). Emotional growth take center-stage during this period because a child appears t portrays behaviors like sadness and happiness. The changes can be explained using the theory of attachment because I was still attached to my parents from whom I acquired knowledge. According to Jean Piaget, human beings undergo a cognitive development during the infancy stage. Infancy stage is equated to Piagets sensory motor stage which also lasts from birth up to 24 months (Beckett Taylor, 2016). So, I had to undergo a similar experience because I was interacting with my immediate environment. I also developed psychologically because, as Freud explains in his psychoanalytic theory, infants use their oral and anal simulations to acquire psychological traits that end up defining whom they become as they grow up (Grusec Lytton, 2012). I was a happy child during my infancy because I developed a good attachment with my mother. In order to ensure that we were attached, my mother did not go for work during my childhood. Instead, she spent her time at home to enable me to breastfeed and get used to her. This attachment was very important because it enabled me to live healthily. It made me to develop good emotional skills that would later influence me. As Erickson and Vygotsky exclaim, I had to rely on my immediate environment to determine my moral and social development. The changes can be explained using the attachment and social learning theories because I was learning from my parents and immediate surroundings. Socio-cultural and emotion were the main domains of growth during this stage. I however disagree with the attachment theory because it did not work well with me all the time. At times, I tended to detach from my parents when I was punished by my parents. Early Childhood Stage Early childhood is the third stage that I went through in my growth cycle. During this stage which basically lasted between the age of 2 and 4 years, I developed cognitively, morally, and psychologically. Cognitive development took place during my early childhood because, as explained by Piaget, children who are 2-4 years are categorized as preoperational or toddlerhood. Here, the children develop cognitively because as they continue interacting with their surrounding, the children can manage to construct symbolic meanings of the objects they see. The children are also able to develop a language, imagination, and memory on which they rely to understand the environment. The changes in these skills are justified by the social learning theory. Cognitive growth is the most dominant domain during this stage of growth. Early childhood stage also gives children an opportunity to develop psychologically. During each of these stages, a child interacts with the environment and manages to develop character traits based on how successful the interaction is (Shapiro Margolin, 2014). A child who undergoes through these stages can end up becoming respectful disobedient, punctual, lazy, dirty, or tidy (Booth, Crouter Snyder, 2015). I think my early childhood experiences influenced my personality. I have grown up to be a respectful person because of the success in the training I received during this stage. Social learning theory justifies these changes. However, sometimes I disagree with this theory because it might result into the acquisition of negative behaviors that are unacceptable in the society. During the early childhood stage, I also developed socially. I remember living in a house with my mother, caretaker, father and siblings. Each of these people influenced my growth because we used to interact with them. For example, my mother who was very close to me enabled me to develop good morals, skills and emotions. My mother taught me lots of lessons which influenced by development. This is what happened to me because I have learnt to be an autonomous individual who does not necessarily rely on the support of other people. This shows that I had a good experience that prepared me to develop healthily (Kivnick Wells, 2014). Since Kohlberg says that early childhood is a pre-conventional stage in which a child learns morality because it is expected to abide by the moral standards of the society taught by the parents (Carr, 2015). However, Kohlbergs theory did not apply to me the way it is explained. Sometimes, I acquired immoral acts that were not in agreement with the Kohlbergs s tages of moral development. Middle Childhood Middle childhood is the third stage in human growth and development. The middle childhood stage which occurs between the age of 5 and 12 years is a stage in which the children are expanding their social environment because they no longer need to be confined into their respective houses under the care of the parents and care takers, but have to be allowed to interact with other people such as teachers, class mates, friends, siblings, and community members (Newman Newman, 2014). During the middle childhood stage, the children go through a rapid cognitive, psychological, moral, and social development as explained by the social learning theory. Emotional growth is the most dominant domain in this stage of growth. According to Freud, middle childhood is closely related to the latency stage which lasts between the ages of 5 years up to puberty. During this stage, Freud established that a child develops psychologically because it is a time when energy is spent in schools. Although no fixation occurs during this stage, children still get a chance to develop as time goes by (Patton, et al., 2016). While at school, children get an opportunity to interact with others and acquire behaviors that can end up determining whom they become in the future. Personally, I had to undergo through this process because when I reached school-going age, I was taken to school where I send my entire energy in playing and learning to acquire important life skills (Funder, 2015). The other change that takes place during middle childhood stage is the acquisition of cognitive skills. Personally, I successfully went through the middle childhood stage. During this stage, I was balancing my time between our house and school. I got to learn lots of behaviors from the people with whom I was interacting. For example, when I was in school, I had to learn the morals of the society by complying with all the rules and regulations given to me. At the same time, I spent time participating in games and the physical activities from which I learnt certain rules. When growing up, I had to experience this because I ended up developing the initiative aspect of Eriks explanation. It made me to be me to be an innovative child who could perfectly fit into the environment (Dale Smith, 2013). I dont think that the Ericksons theory applied to me during this stage. I did not experience what he says in his theory. Adolescence Adolescence is a stage which lasts from the age of 12 and 20 years. All the children who are in this age bracket have to undergo adolescence, a stage in which they experience changes in their physical, biological, moral, and psychological development (Batra, 2013). It is at this stage that I enjoyed all the domains of development because my growth was at exponential stage. In terms of cognitive development, Piaget explains that adolescents can use their mind to make logical arguments which can be relied upon to justify their actions and make abstract decisions (Day, et al., 2014). From my own narrative, I would like to point out that I successfully went through the adolescent stage because it enabled me to develop my cognitive skills to be a rational child who could make reasonable decisions. The changes in my behavior and emotions can be explained by social learning theory. In terms of moral and social development, it is undeniable that adolescence is a stage in which children acquire lots of skills to use their day-to-day endeavors. According to Kohlberg, adolescence stage is synonymous to the conventional stage in which the adolescents in which the children can reason morally in compliance with the societal norms and standards. I was influenced by my environment because I was able to behave morally and do things in a right way because I had already known to differentiate morality from immorality (Grusec Lytton, 2012). My adolescence stage was brought many changes in my life. My development during adolescence conformed with Freuds theory because I tended to be attracted to the members of the opposite sex. Conclusion Human being is a living organism that undergoes a series of developmental stages. The process which begins after conception continues through the infancy, childhood, middle age, adolescence, young adulthood, adulthood, and elderly stages. During each of these stages, human being undergo different changes in its physical, cognitive, moral, social, and emotional growth. It is for this reason that people behave differently in each of these stages. The development of human beings can be explained using a number of theories that have been developed by scholars. These include the Stages of Psychosocial Development; theory of cognitive development; Psychoanalytic Stages of Human Growth and Development; Stages of Moral Development; Social Development Theory; Social Learning Theory; and Attachment Theory. As explained by Sigmund, early childhood can be equated to the anal and phallic stages which take place between the age of 1 and 7 years. References Batra, S., (2013). The Psychosocial Development of Children: Implications for Education and Society--Erik Erikson in Context. Contemporary education dialogue, 10(2), pp.249-278. Beckett, C., Taylor, H. (2016). Human growth and development. New York: Sage. Booth, A., Crouter, A. C., Snyder, A. (Eds.). (2015). Romance and sex in adolescence and emerging adulthood: Risks and opportunities. New York: Routledge. Carr, A. (2015). The handbook of child and adolescent clinical psychology: A contextualapproach. London: Routledge. Dale, O. Smith, R., (2013). Human behavior and the social environment: Social systems theory. New York: Pearson Higher Ed. Day, D.V., et al., (2014). Advances in leader and leadership development: A review of 25years of research and theory. The Leadership Quarterly, 25(1), pp.63-82. Funder, D.C., (2015). The Personality Puzzle: Seventh International Student Edition. WW Norton Company: New York. Grusec, J.E. and Lytton, H., (2012). Social development: History, theory, and research. Springer Science Business Media. Kivnick, H.Q. Wells, C.K., (2014). Untapped richness in Erik H. Eriksons rootstock. The Gerontologist, 54(1), pp.40-50. McAdams, D. P., Zapata-Gietl, C. (2015). Three strands of identity development across the human life course: Reading Erik Erikson in full. The Oxford handbook of identity development, 81-94. Newman, B. M., Newman, P. R. (2014). Development through life: A psychosocial approach.New York: Cengage Learning. Patton, L.D., et al., (2016). Student development in college: Theory, research, and practice. John Wiley Sons: New York. Sigelman, C. K., Rider, E. A. (2014). Life-span human development. new York: CengageLearning. Shaffer, D. R., Kipp, K. (2013). Developmental psychology: Childhood and adolescence. NewYork: Cengage Learning. Shapiro, L. A. S., Margolin, G. (2014). Growing up wired: Social networking sites and adolescent psychosocial development. Clinical child and family psychology review,17(1), 1-18.